#'''One Minute Paper/Muddiest Point''' At the end of the class period or one-shot session, give students 2-3 minutes to write down the most important thing they learned that day and anything they're still unclear about. This is a quick, easy technique that gives the instructor an idea of the students' perceptions of their own learning. For more information see:

#'''Topic & Sources with Positive & Negative Feedback''' As a closing assignment, have the class divide into groups of 3 or 4 people. Each group will need to decide on a topic to search then select two "sources" of information to search. They can be databases, Google or Google Scholar, but sources <span class="plainlinks">[http://goo.gl/qW2uWZ<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">cerita lucu singkat]</span> previously discussed in class. Ask each group to be prepared to report back to the whole class their topic, which sources they searched, and one positive and one negative thing about their search experience. This technique takes about 10-12 minutes but gives students an opportunity to work in small groups then provide information outloud about their positive and negative experiences with information sources.

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#'''Voting''' Have students respond to yes/no or multiple-choice questions through a classroom response system, online poll, show of hands, or by giving students colored cards they can hold up to indicate their answer to a question. This technique can give the instructor immediate feedback about whether students understand the material before moving on to a new topic, and can make the class more interactive and engaging for students.

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#'''Group Database Evaluation''' When introducing databases in a library session, have the class work in groups of two or more to dissect each database. After an introduction to the databases, ask the groups to show the access point to the resource (from the library's home page) and find all or <span class="plainlinks">[http://goo.gl/xhPAuc<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">hp nokia lumia]</span> some of the following information: the subject scope, formats (articles, book reviews, abstracts, etc.), full-text availability, truncation symbol, print and email capabilities. The About and Help features of the database may assist them in this exercise. Have the group present on their findings to the class. The whole activity will take about 15-20 minutes but its active way of exploring the resources and allows the librarian to jump in with additional information on the databases and clear up any confusion or questions from the class.

#'''Evaluating Subject Guides''' Link to University of Buffalo Power Point presentation on how they got user input to evaluate an online subject guide

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== '''Assessment Tips for Assignments''' ==

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#'''Research Portfolio''' Use as an assignment to demonstrate student learning over time and to document steps in the research process, providing students with an opportunity for reflection. Items that could be included in a portfolio include reflection on the selection of a topic, initial and revised search strategies, and the final product. Good for a bibliography project or paper when teaching an information literacy or library skills class, or working with a faculty member's class over the course of a semester. For more information see:

#'''Rubrics''' Create a rubric to assess the students' level of mastery of a specific skill or overall information literacy through the completion of an assignment, such as a bibliography project. Use it to rate student performance according to specific criteria. This provides a consistent way to grade assignments that otherwise might be graded subjectively, and it gives concrete feedback to students. The rubric consists of three parts: the objectives for the assignment, criteria for rating levels of quality, and a means for scoring the student's work. For more information see:

#'''Post-assignment survey/questionnaire''' Develop a survey or questionnaire to be completed and turned in with the course assignment. The students can provide feedback on the usefulness of the information and skills discussed during the library instruction session as they did their assignment. This assessment will require coordination with the course instructor. For more information see:

Latest revision as of 02:45, 20 February 2014

Contents

Classroom Assessment Tips

One Minute Paper/Muddiest Point At the end of the class period or one-shot session, give students 2-3 minutes to write down the most important thing they learned that day and anything they're still unclear about. This is a quick, easy technique that gives the instructor an idea of the students' perceptions of their own learning. For more information see:

Topic & Sources with Positive & Negative Feedback As a closing assignment, have the class divide into groups of 3 or 4 people. Each group will need to decide on a topic to search then select two "sources" of information to search. They can be databases, Google or Google Scholar, but sources cerita lucu singkat previously discussed in class. Ask each group to be prepared to report back to the whole class their topic, which sources they searched, and one positive and one negative thing about their search experience. This technique takes about 10-12 minutes but gives students an opportunity to work in small groups then provide information outloud about their positive and negative experiences with information sources.

Voting Have students respond to yes/no or multiple-choice questions through a classroom response system, online poll, show of hands, or by giving students colored cards they can hold up to indicate their answer to a question. This technique can give the instructor immediate feedback about whether students understand the material before moving on to a new topic, and can make the class more interactive and engaging for students.

Group Database Evaluation When introducing databases in a library session, have the class work in groups of two or more to dissect each database. After an introduction to the databases, ask the groups to show the access point to the resource (from the library's home page) and find all or hp nokia lumia some of the following information: the subject scope, formats (articles, book reviews, abstracts, etc.), full-text availability, truncation symbol, print and email capabilities. The About and Help features of the database may assist them in this exercise. Have the group present on their findings to the class. The whole activity will take about 15-20 minutes but its active way of exploring the resources and allows the librarian to jump in with additional information on the databases and clear up any confusion or questions from the class.

Evaluating Subject Guides Link to University of Buffalo Power Point presentation on how they got user input to evaluate an online subject guide

Assessment Tips for Assignments

Research Portfolio Use as an assignment to demonstrate student learning over time and to document steps in the research process, providing students with an opportunity for reflection. Items that could be included in a portfolio include reflection on the selection of a topic, initial and revised search strategies, and the final product. Good for a bibliography project or paper when teaching an information literacy or library skills class, or working with a faculty member's class over the course of a semester. For more information see:

Rubrics Create a rubric to assess the students' level of mastery of a specific skill or overall information literacy through the completion of an assignment, such as a bibliography project. Use it to rate student performance according to specific criteria. This provides a consistent way to grade assignments that otherwise might be graded subjectively, and it gives concrete feedback to students. The rubric consists of three parts: the objectives for the assignment, criteria for rating levels of quality, and a means for scoring the student's work. For more information see:

Post-assignment survey/questionnaire Develop a survey or questionnaire to be completed and turned in with the course assignment. The students can provide feedback on the usefulness of the information and skills discussed during the library instruction session as they did their assignment. This assessment will require coordination with the course instructor. For more information see:

Assessment DOs and DON'Ts

DO

Leave enough time at the end for a post-session survey so participants can provide thoughtful and constructive feedback. If they are rushed, they may not answer or provide incomplete answers.

Provide your participants context when asking them to complete a post-session survey. Explain to them the reasoning behind the questions and how the evaluation will be used to enhance future library sessions. Also share how past surveys have helped with the improvement of the current sessions. Encourage participants to be honest in their feedback.

Reuse assessment tools where appropriate. This lets you compare across time and between classes.

Think of assessment as an opportunity to improve your skills and services, not as criticism.

Act on the information you gain from assessment. There is no point in assessing if you will not take the extra step and make changes based on what the assessment shows.

DON'T

Create new assessment tools for each class; some tools may apply to several classes. Maximize your efforts and re-use tools where appropriate.

Go it alone, share tips with other librarians in your library or in your discipline. Great minds think alike, pool good ideas.

Throw out an assessment piece that didn't go well the first time around. Maybe a tweak or two will help, and make the assessment fly on a second try.

Do assessment once and then stop. Assessment should be a continuous process, and you must keep assessing assignments, classes, programs, etc in order to build up a history of assessment and develop a broad sense of how your users operate.

Assume any one tool will tell you everything. Better a simple tool that answers one or two questions clearly and accurately than a "kitchen sink" tool that does nothing well.